<![CDATA[Purpose: Project-Based Learning (PjBL) has emerged as a constructivist pedagogical approach of significant value in Early Childhood Education (ECE), positioning children as active agents in knowledge construction. This systematic review aims to synthesise empirical and review-based evidence on the role of PjBL in promoting cognitive development in young children aged 0–8 years, with particular attention to the amplifying function of loose parts media and the convergence of international Scopus-indexed findings with Indonesian local research. Methodology: Following PRISMA guidelines and Kitchenham (2004) procedures, a systematic search was conducted across Scopus, SINTA, DOAJ, and Google Scholar. From 1,554 initial records, 22 peer-reviewed articles published between 2020 and 2026 were selected for thematic content analysis: 12 from local Indonesian databases and 10 from Scopus. Results: Seven cognitive themes were identified across the 22 studies: critical and reflective thinking (77%), creativity (68%), problem-solving (64%), observation and classification (45%), independence and self-regulation (41%), executive function (32%), and 4C/21st-century competencies (36%). International evidence (Chen et al., 2026; Albar & Southcott, 2021; Alibek & Akhmetova, 2025) corroborates the consistency and cross-cultural generalisability of these findings. Conclusions: PjBL constitutes an empirically supported, developmentally appropriate strategy for cultivating multidimensional cognitive competencies in young children. The integration of loose parts media optimises cognitive outcomes by providing open-ended material richness within a purposive project framework. Findings align with Piagetian, Vygotskian, and Brunerian constructivism.]]>
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